e not
preparing for a profession.

The type of woman offering herself as a teacher in domestic arts
has meanwhile been changing and developing, owing to the fact that
a marked advance has taken place in the facilities for training. The
minimum qualifications now required by most education authorities
are diplomas for cookery, laundry-work, and housewifery, granted by a
training school recognised by the Board of Education. It is advisable
to take a fuller course which includes needlework and dressmaking.
Most training schools for domestic arts provide a two or three
year-course, according to the subjects taken. The three-year course,
including cookery, laundry-work, housewifery, dressmaking, and
needlework, costs about L75. Scholarships are offered both by the
training schools and by public bodies. These cover the whole normal
period of training, and an extension course for scientific study.
The subjects included are the principles and processes involved in
cookery, laundry-work, and household management, the last comprising
such diverse matters as the selection and furnishing of various types
of houses, repairing furniture, the choice and care of household
linens, simple upholstery, management of income, first-aid,
home-nursing, and the care of infants and young children. Many
training-schools arrange for their students to gain experience in a
creche or similar institution, and to visit homes of various
types. Practical experience is gained in housekeeping and catering,
superintending the arrangements for meals, ordering stores and keeping
accounts. Voice production and blackboard drawing are also taught,
while science is studied concurrently with the above. The course in
science embraces some Theoretical and Practical Chemistry, Physics,
Physiology, Hygiene (personal and school hygiene and preventive
measures), and the Theory and Practice of Education. Domestic Science
students gain teaching experience not only in the various departments
of the training-school, but also in elementary and secondary schools;
happily the training is the same for those intending to take up either
elementary or secondary teaching.

Thus it is seen that the present-day teacher of household arts is
much more fitted to train the well-educated girl to organise household
matters, than was her predecessor. Not only is manipulative skill
acquired, but scientific reasons for processes and methods are
outlined, and improvements are suggested. The